Every parliamentary written question tabled by Damian Hinds this session, with the full answer and department. Back to the MP page.
Showing 21–40 of 219 · Department for Education
What projection she has made of the deficit in the High Needs block budgets of English councils between now and the start of FY 2028/9.
The department has set out plans for a reformed special educational needs and disabilities (SEND) system in the recent Schools White Paper. Our assessment of future SEND spending will be updated following the SEND consultation. From 2028/29, SEND spending will be covered by the overall government Departmental Expenditure Limit budget.
With reference to her Department's announcement of 11 February 2026 entitled 10-year plan to revitalise schools and colleges for every child, how many and what proportion of secondary schools do not have an inclusion base, SEN units or pupil support unit.
The number of state-funded secondary schools with resourced provision or special educational needs units, as of January 2025, was 485. This represents 14% of all state-funded secondary schools.
What estimate she has made of the change to the level of (a) payment and (b) reimbursement of business rates in (i) her Department and the (ii) Education and Skills Funding Agency between financial years (A) 2025-2026 and (B) 2026-2027.
Since April 2022, most schools’ business rates are paid directly by the department to billing authorities. If all billing authorities in the local authority have not agreed to this system, academies make business rates payments and are reimbursed by the department.For both of these payment mechanisms, we operate on a reactive basis. Therefore, it is not possible to provide funding totals for either the 2025/26 financial year, as the financial year has not concluded, or 2026/27.For local authority-maintained schools where the local authority does not have agreement from all billing authorities within it, the department allocates funding to local authorities via the Dedicated Schools Grant (DSG) to cover business rates payments. DSG publications show total funding to local authorities for each financial year:2025/26: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2025-to-2026.2026/27: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2026-to-2027.
With reference to the press release entitled Government modernises exam records with new app, published on 8 January 2026, how the £30m savings figure was estimated; and what the average saving for a state secondary school is estimated to be.
The £30 million saving in the education sector is based on reducing administrative processes in further education and apprenticeships. Extensive user research with colleges identified activities that could be eliminated or streamlined, including photocopying documentation, manually matching emails with applications, and reducing data entry and correction through improved quality. Other efficiencies include removing support time for paperwork, eliminating manual searches for unique learner numbers and reducing checks on prior attainment to simplify enrolment for mathematics and English. These changes will also reduce delays caused by missing documentation and cut follow-up activities linked to incomplete records. Due to the nature of the calculation, the department has not estimated a saving per secondary school.
With reference to Table 4.1 entitled Budget 2025 policy decisions’ in the Budget Red Book, line item 42, National Year of Reading: Fund state-funded secondary schools in England to increase book supplies, whether these funds will be supplemented by funding from Dormant Assets.
As part of the National Year of Reading, state-funded secondary schools in England will receive funding to purchase books to support and encourage reading enjoyment amongst their pupils. Funding will be distributed by the Department for Education, during the National Year of Reading 2026. This separate from the Dormant Assets Fund which will be used to fund libraries in primary schools and is administered by the Department for Culture Media and Sport. Details about the allocation of funds will be communicated in the coming months. This £5 million funding for books will accompany new continuous professional development training for secondary schools. The ‘Unlocking Reading’ programme starts in January 2026 and will equip schools with assessment tools and evidence-based strategies to support pupils with reading.
With reference to Table 4.1 entitled Budget 2025 policy decisions in the Budget Red Book, line item 42, National Year of Reading: Fund state-funded secondary schools in England to increase book supplies, how these funds will be allocated to schools.
As part of the National Year of Reading, state-funded secondary schools in England will receive funding to purchase books to support and encourage reading enjoyment amongst their pupils. Funding will be distributed by the Department for Education, during the National Year of Reading 2026. This separate from the Dormant Assets Fund which will be used to fund libraries in primary schools and is administered by the Department for Culture Media and Sport. Details about the allocation of funds will be communicated in the coming months. This £5 million funding for books will accompany new continuous professional development training for secondary schools. The ‘Unlocking Reading’ programme starts in January 2026 and will equip schools with assessment tools and evidence-based strategies to support pupils with reading.
With reference to Table 4.1 entitled Budget 2025 policy decisions in the Budget Red Book, line item 42, National Year of Reading: Fund state-funded secondary schools in England to increase book supplies, which Department will disburse these funds.
As part of the National Year of Reading, state-funded secondary schools in England will receive funding to purchase books to support and encourage reading enjoyment amongst their pupils. Funding will be distributed by the Department for Education, during the National Year of Reading 2026. This separate from the Dormant Assets Fund which will be used to fund libraries in primary schools and is administered by the Department for Culture Media and Sport. Details about the allocation of funds will be communicated in the coming months. This £5 million funding for books will accompany new continuous professional development training for secondary schools. The ‘Unlocking Reading’ programme starts in January 2026 and will equip schools with assessment tools and evidence-based strategies to support pupils with reading.
With reference to statement in the OBR’s report entitled Economic and fiscal outlook November 2025, page 122, that the Government has announced in the Budget that SEND provision will be fully absorbed into existing RDEL limits from 2028-29, whether this absorption will be in the Department for Education’s budget.
The autumn budget made clear that future special educational needs and disabilities funding implications will be managed within the overall government departmental expenditure limits envelope, such that the government would not expect local authorities to need to fund future special educational needs costs from general funds, once the statutory override ends at the end of 2027/28.
With reference to the OBR’s Economic and fiscal outlook November 2025, page 122, what assessment she has made of the potential impact of the absorption of SEND provision into existing RDEL limits from 2028-29 on the Core Schools Budget.
To deliver these reforms, the department is putting more money into the education system, with £7 billion more being spent on special educational needs and disabilities (SEND) support compared to 2025/26. The department’s budgets will increase above previously planned funding at Autumn Budget 2025 by £3.5 billion in 2028/29 to support investment in the SEND system. In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future Spending Reviews. As we invest in the system, we will update the SEND Code of Practice and legal requirements for support to be provided in all mainstream education settings from early years to post-16, thereby strengthening the law to make sure children and young people receive the help and support they need.
By what measures the impact and effectiveness of Regional Improvement for Standards and Excellence (RISE) teams will be assessed.
Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards.The impact of RISE intervention will rely on both a quantitative evaluation of the impact on pupils, aligned to the government’s Opportunity Mission for all children to achieve and thrive, and an evaluation on the process and delivery of RISE.An impact evaluation of the programme measuring change over time in key success measures, such as attainment and attendance, for schools receiving targeted RISE intervention set against a suitable group of comparator schools will be carried out in due course.
Whether her Department has undertaken research on the main causal factors of trends in the number of young children presenting with special needs.
International evidence indicates that the number of children and young people with special educational needs and disabilities (SEND) is also increasing in comparable countries. Although definitions and systems vary considerably, the key drivers include improved understanding and diagnosis of need, as well as social and medical factors.The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews, available at: https://www.gov.uk/government/publications/identifying-and-supporting-the-needs-of-children-with-send-in-mainstream-settings.The department also funds a ‘What Works in SEND’ programme, which is delivered by the Research and Improvement for SEND Excellence Partnership. This programme produces research and local area case studies that harness best practice from practitioners and partner organisations on local area SEND service delivery.The Schools White Paper, due to be published in the new year, will set out how the department plans to move forward with reforms to improve the SEND system in future years.
From when and how frequently she plans to publish estimations of the impact and effectiveness of RISE teams.
Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards.The department expects to start publishing that data with appropriate comparisons over time during 2026.
Whether maintained nursery schools will be eligible for capital funding in Phase 3 of the School-based Nurseries programme.
High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.
At what geographical level deprivation criteria will be applied in Phase 3 of the School-based Nurseries programme.
High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.
How she will measure the impact of the 2026 'Year of Reading' on children and young people.
The National Year of Reading is a UK-wide campaign to address the steep decline in reading enjoyment amongst children, young people and adults, aiming to engage new audiences in reading and make lasting change to the nation’s reading habits.Grounded in existing evidence and new research by an external research agency, the campaign is designed to deliver meaningful impact during 2026 and beyond. The impact of the National Year of Reading will be measured through an independent external evaluation. The evaluation will examine how the campaign influences reading behaviours, connects with audiences and shapes attitudes towards reading, particularly among the campaign’s priority audiences including teenage boys, the early years, and families from disadvantaged communities. It will also assess the wider impact on the literacy sector and the foundations for long-term change. The findings will be published in 2027.
What assessment she has made of the effectiveness of schools' implementation of her Department's guidance entitled Mobile phones in schools, published on 19 February 2024.
Departmental guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.Research from the Children’s Commissioner published in April 2025, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.The department does not hold information on costs incurred by schools to implement mobile phone bans. Each school is responsible for deciding how they apply this guidance and how to accommodate the needs of their pupils.
What information her Department holds on the costs incurred by schools for implementing smartphone bans during the school day.
Departmental guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.Research from the Children’s Commissioner published in April 2025, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.The department does not hold information on costs incurred by schools to implement mobile phone bans. Each school is responsible for deciding how they apply this guidance and how to accommodate the needs of their pupils.
What assessment she has made of the potential impact of changes to funding levels on the language hubs programme.
The government is continuing to fund the National Consortium for Languages Education (NCLE). NCLE is delivering a new model of support for schools that can potentially reach a greater number of schools nationally. The new programme, which replaces Language Hubs, has national reach as it is not constrained by geography or limited by the number of schools it can support.NCLE launched Language Educators Online (LEO) on 16 September 2025. LEO provides free continuous professional development to all language teachers in England. This is supported by 14 Strategic Learning Networks and locally responsive National Priority Projects. It is research-informed, helping teachers collaborate and tackle key challenges in language education. Language teachers can join the NCLE Language Network in their area and sign up to LEO to keep up to date with current and evolving teaching practice in language education.
For what reason his Department has reduced funding for the language hubs programme.
The government is continuing to fund the National Consortium for Languages Education (NCLE). NCLE is delivering a new model of support for schools that can potentially reach a greater number of schools nationally. The new programme, which replaces Language Hubs, has national reach as it is not constrained by geography or limited by the number of schools it can support.NCLE launched Language Educators Online (LEO) on 16 September 2025. LEO provides free continuous professional development to all language teachers in England. This is supported by 14 Strategic Learning Networks and locally responsive National Priority Projects. It is research-informed, helping teachers collaborate and tackle key challenges in language education. Language teachers can join the NCLE Language Network in their area and sign up to LEO to keep up to date with current and evolving teaching practice in language education.
For what reason the number of cohorts has been reduced in the Future High Potential Initial Teacher Training Programme contract.
The High Potential Initial Teacher Training Programme has played a vital part in boosting teaching quality across the country. The current contract is coming to an end and, as with any government contract of this scale, it will be retendered in line with the usual fair, open and transparent process.The programme is being adapted to return it to its original purpose - attracting a limited number of the very best trainee teachers to work in disadvantaged areas of the country.The department is also growing other popular routes into teaching, building on the progress we have already made towards recruiting an additional 6,500 teachers across secondary and special schools, and our colleges over the course of this parliament.